You are on page 1of 4

Joseph K.

Lumsden Bahweting School Lesson Plan Format 2008-09 School Year

Directions: Click in the box to the right of the field you wish to fill out. click on the next field you wish to change when finished.

Grade Level:



April 6 - 10, 2009 R.WS.03.01 R.WS.03.02 R.WS.03.03 R.WS.03.04 R.WS.03.05 R.WS.03.06 R.WS.03.07 R.WS.03.08 R.IT.03.01 R.IT.03.02 R.CM.03.01 R.AT.03.01 W.GN.03.03 W.GN.03.03 W.PR.03.01 W. PR.03.02 W. PR.03.03 W.PR.03.04 W.PR.03.05 W.PS.03.01 W.SP.03.01 S.CN.03.02 S.CN.03.03


Reading and Writing


Title: Vocabulary: Objective:

James and the Giant Peach Encore, modestly, loathsome, rambunctious, saucy, infuriated, essential, shimmering, enthralled, vital, wraithlike, malevolently, kipper, imbeciles, flabbergasted ___ R.WS.03.01 Automatically recognize frequently encountered words in print ____R.WS.03.02 Use structural, syntactic and semantic cues including letter-sound, rimes, base words,
and affixes to automatically read frequently encountered words.

____R.WS.03.03 Know the meanings of words encountered frequently ____R.WS.03.04 Automatically recognize 220 Dolch basic sight words and 95 common nouns. ____R.WS.03.05 Make progress to automatically read by sight the Dolch First 1000 Words for mastery in Fifth grade. ___R.WS.03.06 Acquire and apply strategies to identify unknown words or word parts; self-monitor and construct meaning by predicting and self-correcting, applying knowledge of language. ___R.WS.03.07 Apply the following aspects of fluency; pauses and emphasis, punctuation cues, intonation, and automatic recognition of identified grade level specific words. ___R.WS.03.08 In context, determine the meaning of words or phrases including synonyms, homonyms, multiple meaning words, context vocabulary, and literary terms using strategies and resources including context cues, concept mapping, and dictionary. ___R.IT.03.01 Identify and describe the basic elements, features and purpose of a variety of informational genre including textbooks, encyclopedias, and magazines ___R.IT.03.02 Identify informational patterns including descriptive, sequential, enumerative, compare/contrast, and problem/solution ___R.IT.03.03 Explain how authors use text features including titles, headings, and subheadings, timelines, prefaces, indices, and table of contents to enhance the understanding of key and supporting details ___R.CM.03.01 connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses. ___R.CM.03.02 Retell in sequence the story elements of grade-level narrative text and major ideas and relevant details of grade-level informational text ___R.CM.03.03 Compare and contrast relationships among characters, events and key ideas within and across texts to create a deeper understanding; including a narrative to an informational text. A literature selection area text, and an historical event to a current event. ___R.AT.03.01 Be enthusiastic about reading and do substantial reading and writing on their own ___W.PR.03.01 Set a purpose, consider audience, and replicate authors styles and patterns when writing a narrative or informational piece ___W. PR.03.02 Apply a variety of pre-writing strategies for both narrative and informational writing in

order to generate sequence and structure ideas

___W. PR.03.03 Draft focused ideas in written compositions using multiple sentences and paragraphs to slow down or speed up reading; including varying patterns and/or organizational text structures ___W.PR.03.04 Revise drafts based on constructive and specific oral and written responses to writing by identifying sections of the piece to improve sequence and slow of ideas ___W.PR.03.05 Proofread and edit using appropriate resources and grade-level checklists both individually and in groups ___W.PS.03.01 Exhibit personal style and voice to enhance the written message in both narrative and informational writing ___W.GR.03.01 In the context of writing, correctly use subjects and verbs that are in agreement; verb tenses; nouns and possessives; commas in a series; and begin use of quotation marks and capitalization ___W.SP.03.01 In the context of writing, correctly spell frequently encountered words, for less frequently encountered words, use structural cues and environmental sources, word walls, word lists, dictionaries ___W.HW.03.01 Fluently and legibly write the cursive alphabet ___W.AT.03.01 Be enthusiastic about writing and learning to write

Anticipatory Set: (when applicable): Lesson/Syntax (Input):

Monday: What is a web quest? What is the world wide web? Tuesday: What was your favorite part of section two? What do you think will happen next? Wednesday: Review how to complete a web quest properly

Monday: Today students will be completing a web quest. This web quest is simply for learning ten new vocabulary words for the week. -template1.htm Hand out vocabulary sheets for section two and read through the words together Describe what a web quest is and what they will be doing today Walk students through the web quest using the Promethean Board as students use the laptops. Read instructions together and do the first question as a class. Student responses can be done in their response journals. Read chapters 10-17 aloud to students Tuesday: Review main events from section two Have students thinking in terms of what happened at the beginning, middle and end of the section Think-Pair-Share As a class, compare/contrast James' life with his aunts vs. his life with his parents. Create a Venn Diagram together on the promethean board. Students can use the Active slate to enter their responses. Have students refer back to the text for specific examples and details After much discussion, have students write two paragraphs describing the similarities and differences between the two settings. Wednesday: Students will be working through a web quest this week where they will be asked to view a variety of websites about Roald Dahl, ladybugs, centipedes, grasshoppers, spiders etc. They will record their findings in their "Journalist Notebook"

(handouts provided) Part of their time this week will be spent comparing and contrasting real insects/animals to their fictional characters in the novel. Walk students through the web quest and how to click on the different links using the promethean board. They should be familiar with this because they completed a simple quest on Monday. Allow them time to explore and read and construct their own knowledge! Encourage students not just to answer the questions for their notebook, but also to read for further understanding and enjoyment Thursday: Have students choose two insects from the story to write a compare and contrast essay about. They will need to use the information they gained from the web quest (Venn diagrams) and what they know about informational text from our icebergs essay to write their report. Since we have just finished writing an informational piece about icebergs, students should be well aware of the format for the essay. The report will need to include an opening paragraph, two body paragraphs (one per insect), and a closing. Model writing an opening paragraph on the promethean board for students to refer to. Think aloud as you write the paragraph and model using the student handbook to search for strong verbs and adjectives. Students should complete this essay in their draft books. Assist students in small groups and independently as needed. Friday: Allow students to complete their compare and contrast essay Continue to conference with students in small groups and one-on-one Upon completion, students will revise, edit, and publish their essays on the laptops provided. Materials/Text: Promethean Board, Active Slate, Websites, Handouts, Draft Book, Journalist Notebook, Response Journal Monday: Web Quest -- Vocabulary Words Tuesday: Venn Diagram -- Compare/Contrast Guided Practice / Independent Wednesday: Web Quest -- Author/Creatures Practice Thursday: Model Compare/Contrast, Essay Friday: Write/Revise/Edit/Publish Essay on laptops Homework Assignment: Assessment: (specify type): None at this time. All work for the week will be completed at school. Monday: Students will be assessed on accuracy of definitions found and recorded. Tuesday: Students' writing will be assessed using the 6 traits rubric Wednesday: Students will be assessed on their use of class time and their ability of maneuvering through the web quest.

Thursday/Friday: Students' writing will be assessed using the 6 traits rubric Cultural Connection: (when applicable): Differentiated Instruction:

None at this time. A group of 3 students will meet with the Academic Service teacher for further reading instruction three times a week. Our Writing Academic Service teacher will provide services through inclusion three mornings a week. Paraprofessional will work with ____ one-on-one Promethean Board and Active Slate will be used to engage kinesthetic, visual and auditory learners. ___ will receive instruction from the Resource Teacher